Second grade reading level informational texts of any topic with short chapters, clear illustrations, and examples of repeated words and first or last sentences as a main idea (I used copies of Looking at Solids, Liquids, and Gases by Jackie Gaff because we were studying the properties of matter)

Resources

Underlined words below are lesson vocabulary words that are emphasized and written on sentence strips for my Reading & Writing word wall. I pull off the words off the wall for each lesson, helping students understand this key 'reading and writing' vocabulary can be generalized across texts and topics. The focus on acquiring and using these words is part of a shift in the Common Core Standards towards building students’ academic vocabulary. My words are color coded ‘pink’ for literature/’blue’ for reading strategies/’orange’ for informational text/'yellow' for writing/’green’ for all other words)

Introducing the topic-setting lesson goals

“I brought some books today and we’re going to read and take some pictures. When we read, we can summarize to tell others about what the main idea was."

"Today we will organize our pictures into a ‘story frame’ to show the main idea and summarize.”

“Here’s one example of a frame story about ‘solids’ – that’s what we talked about before.” If you’re doing another topic (not solids, liquids, gases), then make a story frame sample about that.

Knowing and using text features to locate facts and analyzing how those facts are organized (RI.2.5) helps students identify the main topic of multi-paragraphs text and focus of specific paragraphs. (RI.2.2) The reader can use this information to determine what the author wants to answer, explain or describe and assess how purpose shapes content of a text. (RI.2.6)

Resources

“The author of the book helps us to understand by organizing the information.”

“This book is organized into chapters. Refer to the informational text feature headers and word wall words on the board. What is that part of the book that lists the chapters called? (table of contents) It lists the chapters of the book. Each chapter has a heading. In the chapters, there are paragraphs about the main idea.”

Explain how to summarize

“Look for key details to understand what’s really important. Put these key details together and you have a summary.”

“Check the illustration. Does it match these ideas? Write a good summary using all of these ideas.”

Students write a summary

Pass out the summarizing worksheet

“Write your summaries for 2 chapters on both sides of the worksheet.” If you have other books and multiple copies, the kids could work together to do one chapter each.

“Raise you hand when you're done and I’ll check your work.'

Demonstrate what they know

Pass out the iPads and discuss rules for using iPads. Here the iPad Rules that my kids came up with at the beginning of the year.

“Choose one chapter and take 4 pictures to make a frame story showing the main ideas. Here's a video my students manipulating the pictures for the app. Show the extra pictures cards if there are not enough pictures in the book.

Scaffolding and Special Education: This lesson could be scaffolded up or down, depending on student ability.

If students work in groups, a better reader could read the chapter. Otherwise, you could sit with the challenged readers and read with them. They may need help with the words and summary. I used a slate at their desk to prompt them with ideas.

For students with more ability, challenge them to use some inference and go beyond the text a bit. If the text says that ‘matter can be solids, liquids or gas’ see if they can add a detail to that. ‘Matter could be a solid, such as a desk, or liquid, such as water, or a gas, such as air.’ See if they can bolster up the vocabulary as well – use words such as property, change, or states.

Big Idea:
How can I use digital sources to conduct shared research? Students evaluate the relevancy and accuracy of information from multiple sources as they research geographical, historical, and societal facts about Florida.